TEL Communities

Helen Caldwell and Anna Cox | View as single page | Feedback/Impact
TEL Communities
About this guide
How to use this guide
Definitions: Theoretical background relevant to technology facilitated social learning
Research evidence: Systematic literature reviews on the theme of technology facilitated social learning
Research Context: A selection of key studies on the theme of technology facilitated social learning
Pedagogy: General teaching strategies and frameworks for technology facilitated social learning
Case Studies: Examples from practice of technology facilitated social learning
Definition of Communities of Practice
A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework
Interactive networks and social knowledge construction behavioural patterns in online collaborative learning activities
Implementing 21st Century skills in schools
Example 1: Digital Learning across Boundaries (DLaB) Project and MOOC
Communities of Practice and social learning
Dimensions of social learning in teacher groups
Social presence–connecting pre-service teachers as learners using a blended learning model
Situated learning in practice
Overview of the DLaB project activities
Characteristics of communities of practice
Technology-enhanced learning and teaching in higher education
Teaching in a digital age: how educators use technology to improve student learning
Role of the teacher in a COP
Fifty people make a Technology Outdoors MOOC
Online Communities of Practice
Learning to teach online: a systematic review of the literature on K-12 teacher preparation
New model of teacher learning in an online network trust
Role of the learner: technology stewards
Technology Outdoors MOOC structure
Social learning in communities of practice
The relationship between teachers’ pedagogical beliefs and technology use
Learner Generated Contexts: a framework to support the effective use of technology to support learning
Active Blended learning
The MOOC online community
Roles within online communities
An international literature review of 1: 1 computing in schools
Active Learning for Knowledge Construction in E-learning
What is a MOOC?
Example community post and commentary
Implications for teachers
Summary
Further key studies
Stages of technology integration
Transfer to practice within the MOOC
The TPACK framework
Summary
R2D2 Model
Personal blog and community combined
The SAMR model
Tips for using technology to support blended learning
Technology tools used for connecting classrooms
Pedagogy before technology
Summary
More examples of DLaB tools
Summary
Example 2: Technology supporting social learning in a school
Example 3: Teaching with Tablets (TWT) MOOC
Hybrid MOOC design
Social learning within the TWT MOOC
The Online Learning Hive
Visualisation of networks within the TWT community
Visualisations supporting analysis of interactions
Types of interactions within the TWT community
Knowledge sharing in the TWT CoP
Authentic learning within a MOOC
Example 4: Using blogs and communities for student assessment in HE
Example student posts
Student comments on blogging
Student group blogs to explore learning outside the classroom pedagogy
Interdisciplinary use of blogs and online communities in teacher education
Example 5: Using digital tools for student assessment
Example 6: Mobiles in Higher Education
Example 7: Students making a context for social learning through mobile devices
Mobile technologies as a catalyst for pedagogic innovation within teacher education
Summary and themes to take further
 
 
 
 
 
 
 
 
 
 
Strength of Evidence
Transferability
Areas for further research
Editor's Comments
Online Communities

The SAMR model

Substitution: a substitute for what you might do already, with no functional change.

Augmentation: improvement over what you did without the technology.

Modification:  significantly redesigning the task.

Redefinition: allowing you to do what was previously not possible.

SAMR model image

The SAMR model can be a useful tool for thinking about what technology use adds to learning. Some suggest that using technology for collaboration and individual inquiry may be key to the redefinition stage:

“Opportunities for teamwork and peer-assessment are evolving rapidly and present educators with an amazing opportunity to fast-forward through the stages of the SAMR model. Creating a file, sharing it with others for real-time feedback and then receiving it back for alterations will become the standard in education and beyond. Teams of students creating parts of a larger, multimedia presentation prepares them for the inevitable expectations and logistics of the modern workplace. Surely this is the best way to access the Redefinition stage?’ (Bambury).

References:

Bambury, S. (n.d.)The Journey through the SAMR Model. [Blog] iPad Educators. Available at: http://www.ipadeducators.com/a-fresh-look-at-the-samr-model [31 May 2017].

Puentedura, R., 2010. SAMR and TPCK: Intro to advanced practice. Retrieved February. Recuperado a partir de http://hippasus. com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPra ctice. pdf.

Image source: http://www.hippasus.com/rrpweblog/